Funded SOTL Research: Indiana University’s Communities of Inquiry  

Content Based Instruction in an Online Language Learning Environment

Summary of Original Proposal Öner Özçelik, Amber Kennedy Kent, Rahman Arman

(Central Eurasian Studies)

Content Based Instruction (CBI) in the field of language education operates on the premise that language learners can effectively learn a new language subconsciously while consciously exploring content specific lessons (such as history, math, culinary arts, etc.) that peak their interest. Since the 1980s, CBI has been generally accepted as one “best practice” method in the field of language education. However, most of the research on CBI in language teaching has so far revolved around more traditional learning environments, and there exists little research on the efficacy of using CBI in an independent online language learning environment. Therefore, in this research proposal, we seek to examine how the benefits of CBI transfer into online language education by examining two parallel online modules teaching the same defined learning outcomes but using two different methods of delivery: one module using the tenets of traditional communicative language teaching and the other module designed using content-based instructional design. We plan on using a mixed methods research approach to analyze our data. We will follow two sets of learners as they navigate their respective online modules, and record both quantitative results, using formative and summative assessments, and qualitative results (self-reported level of learner motivation, level of interest in instruction design, quality of time spent working on the modules, etc.), using interviews and questionnaires. We believe this research topic is crucially relevant to the field of less commonly taught language (LCTL) teaching, because unlike commonly taught languages like Spanish and French, few people can study these languages in the traditional classroom environment. Further, the majority of LCTL learners in the United States are studying the language not just for general reasons or to fulfill a language requirement, but rather for specific purposes for educational or occupational needs; therefore, they should arguably be ideal candidates for CBI.  

Determining effectiveness of Content Based Instruction in an online language learning environment

Principle Investigators

Öner Özçelik, PhD Assistant Professor, Central Eurasian Studies (CEUS)

Director, Center for Languages of the Central Asian Region (CeLCAR) Adjunct Assistant Professor, Second Language Studies (SLS)

Director, Turkic and Central Asian Linguistics and Language Acquisition Lab oozcelik@indiana.edu

Team Members

Amber Kennedy Kent Instructional Designer, CeLCAR

akkent@indiana.edu

Dr. Rahman Arman Dari/Pashto Instructor, CEUS

Afghan Languages Materials Developer, CeLCAR rarman@indiana.edu

Funding level requested: Phase I

Duration of funding period: 1 year

Abstract

Content Based Instruction (CBI) in the field of language education operates on the premise that language learners can effectively learn a new language subconsciously while consciously exploring content specific lessons (such as history, math, culinary arts, etc) that peak their interest. Since the 1980s, CBI has been generally accepted as one “best practice” method in the field of language education. However, most of the research on CBI in language teaching has so far revolved around more traditional learning environments, and there exists little research on the efficacy of using CBI in an independent online language learning environment. Therefore, in this research proposal, we seek to examine how the benefits of CBI transfer into online language education by examining two parallel online modules teaching the same defined learning outcomes but using two different methods of delivery: one module using the tenets of traditional communicative language teaching and the other module designed using content-based instructional design.

We plan on using a mixed methods research approach to analyze our data. We will follow two sets of learners as they navigate their respective online modules, and record both quantitative results, using formative and summative assessments, and qualitative results (self-reported level of learner motivation, level of interest in instruction design, quality of time spent working on the modules, etc), using interviews and questionnaires.

We believe this research topic is crucially relevant to the field of less commonly taught language (LCTL) teaching, because unlike commonly taught languages like Spanish and French, few people can study these languages in the traditional classroom environment. Further, the majority of LCTL learners in the United States are studying the language not just for general reasons or to fulfill a language requirement, but rather for specific purposes for educational or occupational needs, therefore, they should arguably be ideal candidates for CBI.

(300 words)

I. Project Description

1. Purpose of Investigation

Like many disciplines, as the field of foreign language education ventures into the realm of online learning, language education scholars must carefully consider and examine how the commonly accepted best practices of classroom instruction translate to the medium of online instruction. The effectiveness of certain methodologies may be affected (either positively or negatively) by various factors related to the change in mode of instruction. For example, in traditional language classrooms learners receive direct instruction from instructors who can provide guided scaffolding techniques and differentiate instruction based on ongoing formative assessments (both formal and informal). In contrast, online courses are generally more independent and autonomous in nature, and rely more on student motivation and self-assessment. Therefore, it stands to reason that some methodologies’ level of effectiveness might be affected based on the context in which they are applied.

At CeLCAR, our language learning materials are developed using methodologies within the principles of the natural approach (Krashen and Terrell 1983) and the communicative language teaching (CLT) approach (see e.g. Littlewood 1981) to develop pedagogically sound language teaching textbooks. Among the many communicative and content-based textbooks we have developed and successfully published after peer-review with renowned university presses are: Introductory Dari, Pashto, Tajiki, Uyghur, Uzbek and Intermediate Dari, Pashto, Tajiki, Uyghur and Uzbek. However, these textbooks have primarily been designed for use in an instructor facilitated in-person language classroom, and few universities across the US teach these languages in a traditional classroom environment. As we have begun designing and developing five online courses (Dari, Mongolian, Tibetan, Uyghur, and Uzbek) in an effort to reach a wider pool of students (including those who do not physically attend IU), we have started to question if the same methods we have used to develop our classroom-based materials will transfer well to the online learning environment. We asked ourselves if our current methods are still the most effective for this change in medium. As a result, we would like to investigate if there are other methodologies that might be more appropriate for the change in context. Thus, prompting the question for our research proposal:

Is Content Based Instruction an effective teaching methodology for teaching less commonly taught languages in an independent* self-paced online language course?

*For the purposes of this proposal, an independent self-paced online language course is one in which there is an active instructor, but there are not any required synchronous meeting times either in person or via computer. All work is completed by the learner independently and typically feedback from the instructor is provided asynchronously unless at the learner’s request as needed.

2. Brief review of existing research

Content Based Instruction (CBI), a method within the CLT approach, has been generally accepted as a best practice methodology for language instruction since the late 1980s (Brinton,

Snow, & Weshe 1989). The main tenets of CBI operate on the premise that language learners can effectively learn a new language subconsciously while consciously exploring content specific lessons (for example history, math, culinary arts, current events, etc). In this way, CBI is modeled on the principles of natural language acquisition in which language learning occurs in context (passive) rather than through direct instruction (active) (Met 1991, Crandall 1993, Lightbrown and Spada 1993). Likewise, CBI also uses principles of immersive language teaching, by increasing motivation through providing learners an opportunity to use the language in meaningful ways to maneuver interesting lessons on non-language-related content material (Genesee 1994, Snow 2001). And of course the idea that learners will learn faster and more efficiently when given the opportunity to use language in a purposeful and meaningful way is in itself a main tenet of the popular CLT approach (Littlewood 1981).

As personal computers became more prevalent at home and more pervasive in the school systems, a new field of computer assisted language learning (CALL) began to develop. Within this field, in the 1990s some experts interested in CBI also began to explore the effectiveness of CBI within the context of CALL (Warschauer and Healey 1998). However, the focus on most of the studies revolved around the use of computers as a supplementary learning tool within traditional language learning. To date, there exists no formal research on the implications of CBI within the realm of online learning courses.

3. Significance and impact of the study

Though the field was slow to adopt online education as a respectable option in language education, administrators and educators at major universities are now beginning to accept that in order to adapt and be competitive in today’s changing educational paradigm, we must embrace online language education as a viable means of study. As such, Indiana University is one of the first major four-year research intensive universities venturing into the world of credit bearing online language learning. Specifically, IU’s College of Arts and Sciences has made developing online courses for its less commonly taught language programs a mandated priority. CeLCAR in conjunction with the Department of Central Eurasian Studies (CEUS) has taken on the lead of developing these online courses for six of our offered languages: Dari, Mongolian, Pashto, Tibetan, Uyghur, and Uzbek. Other language departments and educators throughout the college will be looking toward our experiences, research, and development practices for a basis on which to develop their own online language courses in the future.

Furthermore, given our status as one of the 15 national language resource centers in the US, as recognized and recently refunded by the U.S. Department of Education, the findings as we present at major applied linguistics and language teaching conferences and publish in relevant academic journals will help impact the development of online language education courses throughout the nation as well as lead the way for other research studies into the best practice methodologies for designing the most effective online language classes.

4. Outcomes from the work and how it will contribute to assessment of learning at IU

We expect four major outcomes for this research project.

1. The findings from our study will directly inform the design and development of CeLCAR and CEUS’s online language learning courses, and others like them in the future within our departments. This includes both the way course material is presented and student learning outcomes are assessed via online delivery.

2. Because the findings of our study will be disseminated among language educators at IU, through a free professional development series presented by the Center of Language Excellence (CLE), we expect our study to impact the design and development of online courses in other language departments within IU’s College of Arts and Sciences as well.

3. Additionally, because the findings of our study will be disseminated nationally through conference presentations and scholarly journal publications, we expect our study to impact the design and development of other online courses in LCTL programs across the country.

4. Furthermore, we expect research studies like ours to lead to further research projects examining the efficacy of existing language learning methodologies initially tested within the framework of traditional language learning classrooms when used in an online language learning environment.

5. Research methodology

We have proposed a Causal Research project wherein we are examining whether a given variable (content based instructional design) affects an outcome (improved acquisition of language structures and performance of learning outcomes) on an independent online language course for a less commonly taught language.

We plan on using a mixed methods research approach to analyze our data. We will follow two sets of learners as they navigate their respective online modules, and record both quantitative results, using formative and summative assessments as part of the module curriculum design, and qualitative results (self-reported level of learner motivation, level of interest in instruction design, quality of time spent working on the modules, etc), using both pre and post-module interviews and questionnaires. Data will be gathered at regular intervals to measure (i) immediate effect of content-based instruction vs. traditional communicative language teaching and (ii) long term effects of using either methodology (through immediate and delayed post-tests). We will also have two sub-conditions for learners receiving content-based instruction, one focusing solely on content and teaching language through content only, the other employing form-focused content based instruction. This will allow us to determine what kind of content-based instruction is most effective in an online learning environment, as what is more effective in the traditional classroom environment may not be the same as online language environments.

We will compare and contrast the performance on the module assessments as well as the feedback we receive via interviews and questionnaires to look for correlations between the performance and the overall interest and attitude of the participants and the methodology of the instruction in the modules in which they participated.

7. Means for measuring success

In order to hold ourselves accountable for the research project, we have proposed a four-fold plan for measuring the success of our project.

1. Completion of proposed activities according to the projected timeline, including the final report written and submitted in a timely manner to the SOTL grant committee.

2. Implementing results of findings into the ongoing development of CeLCAR’s online course development, leading to more effective language instruction for our learners.

3. Acceptance of our paper for presentation at a major academic conference.

4. Acceptance of our paper in a peer-review journal.

7. Dissemination of results

We will disseminate the result in multiple ways. First, we will disseminate locally by submitting our final report to CITL and participating in their SOTL event series as required by the grant. Then we will submit a presentation proposal to the Midwestern Scholarship of Teaching and Learning Conference in Spring 2016.

Additionally, we will disseminate our findings beyond the SOTL community first within the language learning community at IU and then nationally at leading applied linguistics conferences. First, we will coordinate with the Center for Language Technology (CeLT) and the Center of Language Excellence (CLE) to present our finding as part of their ongoing series to improve language education pedagogy. Based on this feedback, we intend to submit our paper for presentation to two major conferences: American Council on the Teaching of Foreign Languages (ACTFL) Conference in Fall 2016 in Boston, MA and the International Association for Language Learning Technology (IALLT) Conference in Summer 2016. Based on these presentations and their feedback we hope to continue and expand our research, with an eventual goal of submitting our findings to a peer-reviewed academic journal such as the Annual Review of Applied Linguistics or Language Teaching Research.

8. Reflective teaching practices

In general, our center focuses on reflective teaching concepts when developing our language learning materials. The authors of this proposal, Öner Özçelik, Amber Kent, and Rahman Arman, have previously worked together to develop and design quality language teaching materials using an iterative review process of development, testing, and revision.

Materials are developed based on best practice teaching methodologies and thoroughly and repeatedly tested both in CEUS’ regular and intensive language courses (Summer Language Workshop) at IU as well as tested by language programs at other universities and institutions such as University of Madison-Wisconsin and San Diego’s Defense Language Institute (DLI). This iterative process allows us to carefully reflect on and analyze the efficacy of the materials methodologies and designs and make adjustments and improvements before being sent for peer-review and eventual publication.

Likewise, this research project would directly contribute to our reflective teaching practices by directly testing a framework regarding the possible effectiveness of a specific teaching methodology, but allows us the opportunity to directly review the data collected by learners who volunteer to participate in the study, rather than having to rely on instructor feedback and delayed learner feedback via end-of-semester instructor evaluations.

References

Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based second language

instruction. New York: Newbury House.

Crandall, J. (1993). Content-centered learning in the United States. In W. Grabe, C. Ferguson, R.

B. Kaplan, G. R. Tucker, & H. G. Widdowson (Eds.), Annual Review of Applied Linguistics,

13. Issues in second language teaching and learning (pp. 111-126). NY: Cambridge

University Press.

Genesee, F. (1994). Integrating language and content: Lessons from immersion. Educational

Practice Report 11. National Center for Research on Cultural Diversity and Second Language

Learning. Krashen, S.D. & Terrell, T.D. (1983). The natural approach: Language acquisition in the

classroom. London: Prentice Hall Europe. Lightbown, P. M. & Spada, N. (1993). How languages are learned. NY: Oxford University

Press. Littlewood, W. (1981) Communicative Language Teaching. New York: Cambridge University

Press. Met, M. (1991). Learning language through content: Learning content through language. Foreign

Language Annals, 24(4), 281-295. Snow, M.A.(2001). Content-based and immersion models for second and foreign language

teaching. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed.) (pp. 303–318). Boston, MA: Heinle & Heinle.

Warshauer, M. & Healey, D. (1998). Computers and language learning: an overview. Language Teaching, 31(2), 57-71.

II. Budget Narrative

We estimate the cost of the research project to exceed the $2000 available through the SOTL grant funds, however, we will be relying on our center, CeLCAR, to fund the necessary research staff under our Title VI funding from the Department of Education and College of Arts and Sciences support. Furthermore, we will be applying for travel grants to cover the travel costs of presenting at professional conferences such as the American Council on the Teaching of Foreign Languages (ACTFL) and the International Association for Language Learning Technology (IALLT).

Instead, we are requesting to spend the entire $2000 grant award on funding research participants, because these costs cannot be covered by our current funding through our center. We have proposed funding 20 participants (10 participants per each module) at $100 each. Participants will receive their compensation upon the completion of the module and all associated post-module assessment and interviews.

Our justification for the compensation amount is that participants will have to spend at least 4 hours to complete the online instructional module and associated assessments (for quantitative data collection). Additionally, they will participate in at least an additional hour of pre and post-module questionnaires and interviews (for qualitative data collection), totaling a minimum time commitment of 5 hours for participating. Furthermore, because we will be focusing on students interested in less commonly taught languages (specifically Dari), we will have a smaller and more specific pool of potential research subjects from which to draw; therefore we believe that we will be able to recruit participants at the compensation rate of approximately $20 per hour.

Item Description Cost 20 research subjects participating in 5 hours+ of online module instruction and pre- and post- instruction assessment and interviews for $100 each.

2000.00

Total Requested: 2000.00

III. Research plan and timeline

Over the next year, we will continue developing the online instructional module using the two types of methodologies proposed (CLT and CBI). Once the initial development is complete, we will test the functionality of the program using volunteers. Based on their feedback, we will update, improve, and finalize the module design and functionality. During this time, we will be seeking 20 Research Participants from various academic institutions including Indiana University, Tidewater Community College, Northern Virginia Community College, and Norfolk State University, community colleges we have significant and sustained collaborations with. Then, in Spring 2015 we will begin the actual testing phase and collecting data. Upon completion of the testing and data collection period, we will analyze the collected data and write a research report in order to publish our findings, with a goal of submitting the final paper to applicable academic conferences beginning in Fall 2015.

Time Frame Activity Fall 2014 Application and Notification of grant award Early Spring 2015

Design and development of two parallel online instructional modules, one using a CLT approach and one using CBI.

Mid Spring 2015

Online module prototyping and corrective measures Call for Research Participants

Late Spring 2015

Testing Data collection and analysis

Fall 2015 Research report written. Write an abstract and submit it to academic conferences

Spring 2016 Write and submit paper to academic journals

Öner Özçelik Assistant Professor (tenure-track), Central Eurasian Studies (CEUS), Indiana University

Adjunct Assistant Professor, Second Language Studies (SLS), Indiana University Director, Center for Languages of the Central Asian Region (CeLCAR)

oozcelik@indiana.edu Research Interests: second language acquisition and teaching, phonology and phonetics (with an emphasis on prosody) Central Asian languages and linguistics, prosody-syntax interface

Education: 2006-2012 PhD in Linguistics, McGill University, Montreal, Quebec, Canada.

PhD program option in Language Acquisition, McGill University

2004 - 2006 MA in Linguistics, with specialization in Applied Linguistics, University of Pittsburgh, Pittsburgh, PA, USA. Graduate Certificate in TESOL, Department of Linguistics, Pittsburgh, PA, USA.

2000 - 2004 BA, Department of Foreign Language Education, Boğaziçi University, Istanbul, Turkey.

Other Recent Academic Work Experience: 2012 – present Director, Center for Languages of the Central Asian Region (CeLCAR), Indiana

University - one of the 15 Title VI language resource centers (LRCs) in the US funded by the Department of Education. Indiana University (url: www.iub.edu/~celcar)

2011 - 2013 Chief Applied Linguist, Turkish Flagship Program, National Security Education Program (NSEP) of the U.S. Deparment of Defense, Indiana University.

2012 – Spring Interim Director, Turkish Flagship Program, National Security Education Program (NSEP) of the U.S. Deparment of Defense,, Indiana University.

2011 - 2012 Language Coordinator, Department of Central Eurasian Studies, Indiana University (for all departmental languages including: Dari, Estonian, Finnish, Hungarian, Kazakh, Mongolian, Pashto, Persian, Tibetan, Turkish, Uyghur, Uzbek).

2008 - present Consultant and lead grader for the National Center for State Courts (NCSC) for the Turkish language, grading the Turkish court interpreting exam and making suggestions regarding candidates’ certification, USA.

Selected Publications: Özçelik, Ö. Accepted with revisions. Interface Hypothesis and the L2 acquisition of quantificational scope

at the semantics-syntax-pragmatics interface. Language Acquisition. Özçelik, Ö. & R. Sprouse. Accepted.The Deep Orthography Hypothesis and vowel harmony in English-

Turkish interlanguage. In A. Gürel et al. (eds.), Second Language Acquisition of Turkish. Amsterdam: John Benjamins.

Özçelik, Ö. Accepted. Acquisition of L2 Turkish prosody: effects of purely phonological and phonosyntactic issues. In A. Gürel et al. (eds.), Second Language Acquisition of Turkish. Amsterdam: John Benjamins.

Özçelik, Ö. Accepted. Turkish language. In Richard C. Martin (ed.), Encyclopedia of Islam and the Muslim World. Macmillan.

Özçelik, Ö. 2014. Prosodic faithfulness to foot edges: the case of Turkish stress. Phonology. Nagai, M. & Ö. Özçelik. 2014. Nominal positions in Turkish. Papers from the 47thAnnual Meeting of the

Chicago Linguistic Society (CLS 47). Chicago: Chicago Linguistic Society. Özçelik, Ö. 2013. Selectivity in L3 transfer: effects of typological and linguistic similarity in the L3

Turkish of Uzbek-Russian bilinguals. GLOW 36 Spring Newsletter. Özçelik, Ö. 2013. Exceptions in stress assignment: Feet in input. In S. Kan et al. (eds.), Papers from the

40th Annual Meeting of the North East Linguistic Society (NELS 40). Amherst, MA: GLSA. Özçelik, Ö. 2012. Redefining the prosodic hierarchy. Phonology in the 21st century: In honor of

Glyne Piggott. Nagai, M. & Ö. Özçelik. 2012. Syntactic positions of Turkish bare NPs: The view from aspect and

prosody. Proceedings of the 29th West Coast Conference for Formal Linguistics (WCCFL 29). White, L., A. Belikova, P. Hagstrom, T. Kupisch, Ö. Özçelik. 2012. Restrictions on definiteness in

second language acquisition: Affirmative and negative existentials in the L2 English of Turkish and Russian speakers. Linguistic Approaches to Bilingualism 2:1. 54-89.

White, L, A. Belikova, P. Hagstrom, T. Kupisch, Ö Özçelik. 2012. There aren't many difficulties with definiteness: Negative existentials in the L2 English of Turkish and Russian speakers. In Proceedings of the 4th Conference on Generative Approaches to Language Acquisition North America (GALANA 2010). Somerville, MA: Cascadilla Press.

Özçelik, Ö. 2011. L2 acquisition of sentential stress: Implications for UG. In Katarzyna Dziubalska-Kołaczyk et al. (eds.), Achievements and perspectives in SLA of speech (pp. 217-229). Frankfurt: Peter Lang.

Özçelik, Ö. & M. Nagai. 2011. Multiple subject positions: A case of perfect match between syntax and prosody. In M. Byram & B. Tomaszewicz (eds.), Proceedings of the 28th West Coast Conference for Formal Linguistics (WCCFL 28) (pp. 303-312). Somerville, MA: Cascadilla.

Belikova, A., P. Hagstrom, T. Kupisch, Ö. Özçelik & L. White. 2010. Definiteness in positive and negative existentials in the L2 English of Russian speakers. In J. Costa et al. (eds.), Language Acquisition and Development (pp. 28-39). Cambridge, UK: Cambridge Scholars Publishing.

Özçelik, Ö. 2009. L2 acquisition of scope: Testing the Full Transfer Full Access Hypothesis. In M. Bowles et al. (eds.), Proceedings of the 10th Generative Approaches to Second Language Acquisition Conference (GASLA 2009) (pp. 168-179). Somerville, MA: Cascadilla Press.

Özçelik, Ö. 2009. Children’s scope assignment. In J. Crawford et al. (eds.), Proceedings of the 3rd Conference on Generative Approaches to Language Acquisition North America (GALANA 2008) (pp. 188-199). Somerville, MA: Cascadilla Press.

Belikova, A., T. Kupisch, Ö. Özçelik & E. Sadlier-Brown. 2009. Fillers as functional categories: Evidence from German-English bilingual acquisition. In Jean Crawford, Koichi Otaki, and Masahiko Takahashi (eds.), Proceedings of the 3rd Conference on Generative Approaches to Language Acquisition North America (pp. 1-12). Somerville, MA: Cascadilla Press.

White, Lydia, Alyona Belikova, Paul Hagstrom, Tanja Kupisch & Öner Özçelik. 2009. Restrictions on definiteness in L2 English. In Jane Chandlee, Michelle Franchini, Sandy Lord & Gudrun-Marion Rheiner (eds.), Proceedings of the 33rd Annual Boston University Conference on Language Development (BUCLD 33) (pp. 622-633). Somerville, MA: Cascadilla Press.

Selected Refereed Presentations (peer-reviewed): Özçelik, Öner & Rex Sprouse. 2014. L2 acquisition of Turkish vowel harmony and knowledge of the

universal 'No Crossing Constraint'. Boston University Conference on Language Development 39 (BUCLD 39). Boston, MA.

Özçelik, Ö. & R. Sprouse. 2014. L2 acquisition of Turkish vowel harmony and knowledge of the ‘No Crossing Constraint’. Second Language Research Forum 33 (SLRF 33), University of South Carolina, Columbia, SC.

Özçelik, Ö. 2014. Word stress in Turkic languages: the case of Kazakh, Uyghur and Uzbek. 17th International Conference on Turkish Linguistics (ICTL 17). MIT, Rouen, France.

Guilfoil, M., J. Wijaya, L. Yaffee Garcia, & Ö. Özçelik. 2014. Making language learning relevant and compelling. (Joint presentation with U.S. Department of Education’s International and Foreign Language Education (IFLE) office). Global Learning Conference, Asia Society. Brooklyn, NY.

Özçelik, Ö. 2014. ‘Stress’ or ‘Intonational prominence’? Word accent in Kazakh, Turkish, Uyghur and Uzbek. 10th Workshop on Altaic Formal Linguistics (WAFL 10). MIT, Cambridge, MA.

Özçelik, Ö. 2013. L1 effects on the acquisition of prosody in Kazakh, Turkish and Uzbek: evidence for UG. Second Language Research Forum 32 (SLRF 32), Brigham Young University, Provo, UT.

Özçelik, Ö. 2013. L2 acquisition of word stress: towards a prosodic acquisition path. Generative Approaches to Language Acquisition 2013 (GALA 2013), University of Oldenburg, Germany.

Özçelik, Ö. 2013. L2 acquisition of stress: the case of Turkish.12th Biennial Conference on Generative Approaches to Second Language Acquisition (GASLA). University of Florida, Gainesville, FL.

Özçelik, Ö. 2013. Selectivity in L3 transfer: effects of typological and linguistic similarity in the L3 Turkish of Uzbek-Russian bilinguals. Generative Linguistics in the Old World 36 (GLOW 36). Lund University, Lund, Sweden.

Özçelik, Ö. 2011. Redefining the prosodic hierarchy. Phonology in the 21st Century: In Honor of Glyne Piggott. Montreal, Canada.

Nagai, M. & Ö. Özçelik. 2011. Syntactic positions of Turkish bare NPs: The view from Aspect and Prosody. 29th West Coast Conference for Formal Linguistics (WCCFL 29). Tucson, AZ, April.

Nagai, M. & Ö. Özçelik. 2011. Nominal positions in Turkish. 47th Annual Annual Meeting of the Chicago Linguistic Society (CLS 47). Chicago, IL.

Nagai, M. & Ö. Özçelik. 2011. Syntactic positions of bare NPs in Turkish: Some implications from Aspect and Prosody. 35th Annual Penn Linguistic Colloquium (PLC 35). Philadelphia, PA.

Özçelik, Ö. 2010. L2 acquisition of higher-level prosodic structures and the role of UG. 4th Biennial Conference on Generative Approaches to Language Acquisition North America (GALANA 4), Toronto, Canada.

Özçelik, Ö. 2010. L2 acquisition of sentential stress: Implications for UG. New Sounds, Poland. Özçelik, Ö. 2010. English/Turkish interlanguage prosody: Implications for UG, Prosodic Transfer

Hypothesis and Full Transfer/Full Access. Tokyo Conference on Psycholinguistics, Tokyo, Japan. Özçelik, Ö. & M. Nagai. 2010. Multiple subject positions: A case of perfect match between syntax and

prosody. 28th West Coast Conference for Formal Linguistics (WCCFL 28). University of Southern California, Los Angeles, CA.

Özçelik, Ö. 2009. Exceptions in stress assignment: Feet in input. 40th Annual Meeting of the North East Linguistic Society (NELS 40). MIT, Cambridge, MA.

Özçelik, Öner. 2009. L2 acquisition of a semantic parameter at the semantics-syntax-discourse interface. Paper presented at the Generative Approaches to Language Acquisition 2009 biennial conference (GALA 2009). Lisbon, Portugal, September.

Belikova, A., P. Hagstrom, T. Kupisch, Ö. Özçelik & L. White. 2009. Definiteness in positive and negative existentials in the L2 English of Russian speakers. Generative Approaches to Language Acquisition 2009 biennial conference (GALA 2009). Lisbon, Portugal.

Özçelik, Ö. 2009. Learnability in the L2 acquisition of quantification. 20th Annual Conference of the European Second Language Association (EUROSLA 2009), Cork, Ireland.

Özçelik, Ö. & M. Nagai. 2009. Possible syntactic subject positions in Turkish: Evidence from phonology. Sixth Workshop on Altaic Formal Linguistics (WAFL 6). Nagoya, Japan.

Özçelik, Ö. 2009. Scope ambiguity in child language. Poster presented at the Mind-Context Divide: Interfaces in Language Acquisition workshop, University of Iowa, IA.

Özçelik, Ö. 2009. L2 acquisition of scope: Testing the Full Transfer Full Access Hypothesis. 10th Biennial Conference on Generative Approaches to Second Language Acquisition (GASLA 10), University of Illinois at Urbana-Champaign, Urbana, IL.

White, Lydia, Alyona Belikova, Paul Hagstrom, Tanja Kupisch & Öner Özçelik. 2008. Restrictions on definiteness in L2 English. Boston University Conference on Language Development 33 (BUCLD 33), Boston University, Boston, MA, November.

Özçelik, Ö. 2008. Second language acquisition of relative clauses: A unified Antisymmetric account. Paper presented at the American Association of Applied Linguistics Annual Conference (AAAL)

Grants and grant-related activities: 2014 – 2018: PI, National Language Resource Center (LRC), Title VI Grant. Directing Center for

Languages of the Central Asian Region (CeLCAR), Department of Education - $186,186.00 per year for four years

2013 - 2014: IU Ostrom grant for creative, scholarly, artistic and pedagogical activities - $5,000 2013 - 2014: Indiana University College of Arts and Humanities Institute (CAHI) grant for conference organization: for a conference on the “Central Asian Languages and

Linguistics” - $3,000 2012 - 2013: Primary PI, Mellon Innovating International Research, Teaching and Collaboration

Innovative Workshop grant (Andrew W Mellon Foundation), for the organization of an “Intensive Workshop on Distance Teaching and Learning for Less Commonly Taught and Critical Languages” at IU - $5,000.00 (one time)

2012 - 2013: Director/PI, Indiana National Guard grant for the organization of a seven-day seminar under CeLCAR on Afghan Languages and Cultures. - $13,403.00

2012-2013: Chief Applied Linguist, Indiana University Turkish Flagship Program, National Security Education Program (NSEP), Department of Defense - $1,500,000.00 for the first 3 years

2012 Spring: Interim Director, Indiana University Turkish/Turkic Flagship Program, National Security Education Program (NSEP), Department of Defense - $1,500,000 for the first 3 years

Teaching Awards: 2013 Trustees Teaching Award, Indiana University 2008 Faculty of Arts Graduate Student Teaching Award, McGill University 2005 Faculty of Arts and Sciences Grad Student Teaching Award Finalist, Univ. of Pittsburgh

Languages: Turkish: (native language), English (fluent), French (low intermediate), German: low intermediate, Mandarin: Beginner, and research knowledge of Azerbaijani, Kazakh, Kyrgyz, Turkmen, Uyghur and Uzbek

Recent Service Activities: 2014 Organizer and reviewer for the 1st Conference on Central Asian Languages and

Linguistics (ConCALL), Bloomington, IN. 2014 – pres Ad hoc committee member, Center for Language Excellence, helping found the

center, Indiana University, Bloomington. 2014- 2016 Advisory Board member. Inner Asian and Uralic National Resource Center

(IAUNRC) 2013 - pres Advisory Board member, National African Language Resource Center (NALRC) 2013 - pres Member of the National Advisory Council of Indiana University Summer Language

Workshop (Previously called SWSEEL), Indiana University.

Other Recent Academic Review Activities (journals, books, conferences): Article Reviewer/Referee for several leading linguistics and second language acquisition/learning journals including: Phonology (2014), Second Language Research (2014), Language Acquisition (2013/2014), Language Learning (2013), Bilingualism, Language and Cognition (2013) Book chapter review for several books, including Acquisition of Turkish in Childhood, Qualitative Research: Methods, Techniques, Analyses and Approaches, The Acquisition of Spanish in Adult and Child Bilingualism Data from Understudied Language Pairings. Abstract/Proposal Reviewer for several conferences, including the International Symposium on Bilingualism (ISB) (2013, 2014), Workshop on Altaic Formal Linguistics (WAFL) (2014), Generative Approaches to Second Language Acquisition (GASLA) (2013)

AMBER KENNEDY KENT

1900 E. 10th Street Eigenmann Hall, Room 709

Bloomington, IN 47405 (812) 856-3699

akkent@indiana.edu http://mypage.iu.edu/~akkent

EDUCATION

Graduate Certificate (2014) Instructional Systems Design, Indiana University, Bloomington, Indiana

Master of Arts (2005) Computational Linguistics, Indiana University, Bloomington, Indiana

Master of Arts (2005) TESOL and Applied Linguistics, Indiana University, Bloomington, Indiana

Bachelor of Arts (2005) English, Old Dominion University, Norfolk, Virginia

POSITIONS AT INDIANA UNIVERSITY

Full time academic specialist Language Instructional Specialist, Center for Languages of the Central Asian Region, Indiana University (2009-Present)

Conference Coordinator Conference on Central Asian Languages and Linguistics, , Center for Languages of the Central Asian Region, Indiana University (2014)

PREVIOUS ACADEMIC POSITIONS

Full time faculty Coordinator, Language Learning Center, Bowling Green State University, Bowling Green, Ohio (2006 -2009)

Adjunct Instructor English Department, Bowling Green State University, Bowling Green, Ohio (2007 –2009)

ESL Teacher Virginia Beach City Public Schools, Virginia Beach, Virginia (2005-2006)

Lead Alternate Media Specialist Adaptive Technology Center, Indiana University, Bloomington, Indiana (2003-2005)

Team Leader Team Leader, Office of Computing and Communication Services (OCCS), Old Dominion University, Norfolk, Virginia (1997-2001)

ACCEPTED CONFERENCE PRESENTATIONS

“Just How Authentic Does It Have to Be” 2013 National Council of Less Commonly Taught Languages Conference (NCOLCTL), Chicago, IL, April 25-28, 2013.

“Webquest Design 101: Interactive Webquests for the Language Classroom” and “Active Learning, Engaged Students: Confessions from a Faculty Learning Community,” 2009 SEED Conference (Service to Faculty, Students, Communities. Environments of Operation. Evolution of Mission. Diversity of Design), Findlay, OH, May 7-8, 2009

“Designing Pedagogically Effective Interactive Webquests for the Language Classroom,” 2008 MidWest Association for Language Learning Technology (MWALLT) Conference, Cleveland, OH, October 17-18, 2008

“Designing Interactive Webquests for the Language Classroom” 2008 Ohio Foreign Languages Association (OFLA) Conference, Cincinnati, OH, April 3-5, 2008

GRANT PROPOSALS FUNDED

Co-Author with Dr. Oner Ozcelik. Title VI National Language Resource Center 2014-2018 Award Cycle. (Funded Fall 2014)

Co-Author with Dr. Oner Ozcelik. College of Arts & Sciences, Ostrom Grants Program. (Funded Spring 2014) $5000.

Co-Author with Dr. Oner Ozcelik. CAHI Travel and Research Grants, Workshops, Performance, and Conference Grants. (Funded Spring 2013) $3000.

Co-Author with Dr. Chris Atwood. Title VI National Language Resource Center 2010-2014 Award Cycle. (Funded Summer 2010)

Dr. Rahman A. Arman

Center for Languages of the Central Asian 913 West Countryside Lane Region (CeLCAR) Indiana University 715 Eigenmann Hall Bloomington, IN. 47403 1900 East Tenth Street Phone: (812) 369-2098 Bloomington, Indiana, 47406 E-mail: armanr@indiana.edu (812) 856-0935

EDUCATION 2014 – Department of Justice MSPT Dari & Pashto Tester 2010 – Pashto & Dari ACTFL/ILR Certified Language Tester 2009 – Indiana University Distance Education Certification 2005 – Medical Doctor, Herat University Medical Faculty School of Medicine, Herat Afghanistan 1997 - B.S. in Bio-Chemistry, Herat University Medical Faculty School of Medicine, AF RELEVANT WORK EXPERIENCE 11/2007-Current: Indiana University CELCAR Department Language & Culture Specialist/ Lecturer Department of Justice Certified Dari Language Tester (Contractor) American Council on the Teaching of Foreign Languages (ACTFL) & Interagency -

Language Roundtable (ILR) Certified Dari Language Tester/Mentor American Council on the Teaching of Foreign Languages (ACTFL) & Interagency -

Language Roundtable (ILR) Certified Afghan Languages Mentor Department of Central Eurasian Studies: Tribal Conflicts in Afghanistan Lecturer University of Wisconsin in Madison, Language Lecturer (summer 2014) Department of Central Eurasian Studies: Lecturing the Tribal Conflicts in Afghanistan

Course Department of Central Eurasian Studies: Advance Pashto Languages Instructor Department of Central Eurasian Studies: Intermediate & Advance Dari Instructor 08/19/2011-12/2013: Avant Language Assessment Dari & Pashto language expert Dari language assessment reviewer (review & revise Dari passages and offer feedback prior

to content submission to DLI) Coordinator for Afghan Languages and Military Seminars Developing Dari academic textbook for academic classes (all three levels) Published Dari & Pashto textbooks for the PRT, ADT, ETT Projects at CeLCAR Published a survival phrasebook in Dari and Pashto Created an electronic writing tutorial DVD June 13, 2010- August 15, 2012: SWSEEL Language Instructor (Also contracted for summer 2013) Dari language instructor (intermediate level) 01/2007-4/2011: Academy for Educational Development (AED)/Higher Education Portal (HEP)-USAID Pashto/Dari Language Translator

Translate both Dari and Pashto material Entry of the translations into the database Edit, revise and adjust errors to the website Database management 04/2008-08/2009: (PRTs, ADTs & ETT) Lead Instructor/Coordinator Language & Culture Seminar Taught PRT commanders Pashto & Dari Lecturer: Afghan Gestures as well as Medical Facilities of AF Achievements/Awards: PRT Exceptional Language Instructor Award ETT Appreciation Award/ Exceptional Language Instruction Award ADT Exceptional Language Instruction Award UN-Habitat Certification for Public Health Awareness Publications Printed by CeLCAR Indiana University Bloomington: Dari: An Introductory Textbook (in progress) with Multimedia CD Dari: An Intermediate Textbook (in progress) with Multimedia CD Survival Phrase Book for Military, Simplified (in progress) Pashto: Afghan Languages & Cultures Military Textbook Dari: Afghan Languages & Cultures Military Textbook Pashto: Afghan Languages & Cultures Military Survival Phrase Book with Multimedia CD Dari: Afghan Languages & Cultures Military Survival Phrase Book with Multimedia CD Dari writing tutorial CD Novice Dari Proficiency Test (PTP) Pashto & Dari materials developed for online Apps

Peer Reviewed/Edited Textbooks: Pashto: An Introductory Textbook Pashto: An Intermediate Textbooks

Languages: Pashto Native Speaker Dari Native Speaker Farsi Superior English Superior Urdu Intermediate Skills/Activities: AED/HEP Pashto/Dari translator & Editor Certified Long Distance Education Medical Doctor and Clinic Director Assistant director of Health Magazine and Pashtu Editor Bloomington Hospital-Ortho-Neuro Dept. Volunteer